It is time for a paradigm
shift in education and with the current technological advances the time is
hastening for change. Philosophies and theories of the past may be studied and
analyzed but they fail to cover all the possibilities that were unseen 30 years
ago. At the basis of every theory is the hope of improving learning and the
hope that more people will seek and find greater knowledge. Philosophizing
about learning theories is problematic for me. Two theories of learning have
been examined. One is elemental theory, defined as a reaction to stimuli. That
Pavlov’s dog learns to salivate helps to understand conditioned responses, but
in my opinion does not help in developing a program of successful learning. Elemental
theory, which is focused on the parts, includes behaviorism, best explained
when “all people could achieve great accomplishments given the opportunity
(stimulus), individual initiative (response), and fair treatment (rewards) (Knowles,
Holton, & Swanson, 2005, p. 836)
The second is
holistic theory and is based on seeing the whole instead of the parts. It is
this theory of learning that I believe will shape the future of successful
learning in higher education as technology opens new pathways. Holistic theory
embraces the gestalt theories of Wertheimer, Koffka, and Kohler (Knowles et
al., 2005).They proposed that learning is a result of responding to the whole
and not the individual parts. The mind sees the whole and fills in what may be
missing (Knowles et al., 2005) Technology and the Internet can bring a “whole”
picture to the learner. Images become more available; interactive videos allow
the student to see the whole. The Internet allows students to experience the
visual instead of always reading textbooks. One example of this is the
innovation of the white board where the teacher writes and draws as he talks.
The interesting aspect of this method is that the teacher can speak at a normal
rate while the drawing can be speeded up to match the rate of speaking. The student
comprehends the whole process as one and is entertained at the same time.
Learning is speeded up to thinking processes and acts to lure the student into
the subject. An example of this is RSA Animate, a company that specializes in
producing visual learning lectures for teachers. (http://comment.rsablogs.org.uk/videos/)
Another example of
visual processing that uses this theory of holistic learning is
the innovative techniques of Khan Academy. The concept of one-on-one tutoring
with a teacher is utilized in each of the lessons produced. Sal Khan the author
and instigator of this new learning process began by tutoring his niece in math
from a distance. Using an electronic drawing pad attached to his computer, Sal
worked out the math problems, explaining the process of reasoning. He uploaded
these on YouTube to make it easier for her to watch. This teaching method
became so popular that other students started to access the videos. With the help
of donations from Bill Gates, (who admitted using the videos to help his son)
Khan Academy began to produce videos for a myriad of subjects. Now included are
videos in the sciences, history, business and more. (http://khanacademy.org) We are a visual world,
with sights and sounds that are beginning to be integrated to create new
learning tools and techniques.
The desire to
learn is the first step. The quest of knowledge can be stimulated. But it is
indeed individual. A simple set of questions to ask will open the door to desire,
to learn.
Fulfilling the desire is the
overwhelming task. True learning is not a project of educating the masses. It
is providing the spark, the interest, and the desire and then providing the
path to that knowledge. Learning is about doing – whether that be reading,
writing, teaching, watching or listening. It is about thinking and doing.
Technology is advancing the speed of available information to adults who may
not have had access before. The percentage
of 25 to 64-year olds with college degrees has increased over the time frame of
1999 to 2002 (Bach, et al., 2007). The United Kingdom, United States, France,
Germany, and Japan showed an average increase from 16.6 percent to 29.6 percent
– almost double the amount of higher degrees. (Bach, Haynes, Smith, 2007)
Technology will play a role in providing the tools to achieve the goals of
reaching more students. Brick and mortar classrooms do not have to be the only
source of teaching and learning. Educators with exceptional skills will be able
to produce content that is engaging and capable of reaching out to those who
have the desire to learn. Internet
usage has increased by 183 percent worldwide, from 2000 to 2005 (Bach et al.,
2007). In America, distance learning has taken a rise in the space of two years;
students taking at least one on-line course rose from 1,602,970 in 2002 to
2,329,383 in 2004. (Bach et al., 2007) The demand for easier access to
education is on the rise and competition for the best methods of delivery will
encourage businesses to deliver. The methods will incorporate the elements of
holistic learning.
The number of
students that work as well as go to school has been increasing. (Bach et al.,
2007) This is not necessarily a negative circumstance. Although it does make it
difficult for students to attend school throughout the day and still have a job
to complete. Students with full time employment in the business sector often
take advantage of higher education for the completion of a masters in business
administration (MBA). The experience of working in this case facilitates the
desire to complete the degree. Either for the desire to increase salary or the
desire to understand business processes better, working provides the learner
with incentive to learn. Night classes and online courses for an MBA have
become more common as the demand rises (Bach, et al., 2007).
Other methods of
learning in the area of higher education have been launched. Massachusetts
Institute of Technology (MIT) has an open courseware program, where university
courses are available for free on the Internet. Courseware is downloadable and
video lectures are easily accessed. No registration is even needed. Courses
include engineering, humanities, and architecture. (http://ocw.mit.edu/index.htm) The one
drawback to these courses is that students do not get college credit. But then
learning and knowledge need not always be about a certificate. In fact, the
accumulation of knowledge by those who simply have a desire to learn should be
an asset. Most often, without some form of paperwork showing you have completed
a degree or certification, job marketability is limited. Another technological
advance is the webcam class, where teachers are present in person, audibly and
visually. Class members take part in questions and discussions as if they were
present. These methods can positively affect higher education.
Education needs change and the joy
of learning needs to be at the forefront. Higher education has become a
practice of learning how to pass exams. This is based on the elemental theory.
Students begin the process of being tested and placed at a young age, which
continues through all of higher education. The pressure to perform well has
enabled the establishment of an entire new branch of business – how to score
high in exams. As students progress to higher degrees they are faced with even
more testing and preparing to test. The college entrance exams have books,
courses and guides for an aspiring student. Competition to become the best at
passing these tests has become the Olympics of educational institutions. If the
ultimate goal is to produce a superior test-taker, than this makes
sense. But the purpose of higher education should be to acquire knowledge for
use, a more holistic approach of learning.
The process of
learning has hastened with the development of the Internet. Long trips to the
library can be replaced with Internet searching of databases. Time spent
commuting can be better unutilized. Adults can improve their job skills. Holistic
learning opens the door for technology to provide innovative lessons, videos,
and interactive and visually stimulating lectures. Online classes allow all the
students to sit in the front row, to have direct access to the teacher, to take
classes around work hours and provide access to higher education.
References
Bach, S.,
Haynes, P., Smith, J. (2007). Online
Learning and Teaching in Higher Education: The Definitive Classic in Adult Education
and Human Resource Development Burlington, Massachusetts: Elsevier, 1- 31.
Knowles, M.,
Holton, E., & Swanson, R. (2005) The
Adult Learner, New York, New York: McGraw Hill, 1-34
Khan Academy
retrieved from http://www.khanacademy.org/
MIT
OpenCourseWare retrieved from http://ocw.mit.edu/index.htm
RSA retrieved
from http://comment.rsablogs.org.uk/videos/
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